The impact of school gardens on youth social and emotional learning: A scoping review

Some research suggests that school garden programs may promote social emotional learning, yet more rigorous studies are needed to investigate this assertion

Lohr, A. M., Krause, K. C., McClelland, J., Gorden, N. V., Gerald, L. B., Casino Jr, V. D., Wilkinson-Lee, A., Carvajal, S. C., (2020). The impact of school gardens on youth social and emotional learning: A scoping review. Journal of Adventure Education and Outdoor Learning, 1-14.

Nature-based education: using nature trails as a tool to promote inquiry-based science and math learning in young children

“Nature trails” concept helps early childhood teachers gain confidence in nature-based education for young children

Lee, C. K., Bailie, P. E., (2020). Nature-based education: using nature trails as a tool to promote inquiry-based science and math learning in young children. Science Activities, 56(4), 147-158.

Children's augmented storying in, with and for nature

Augmented storying can invite positive interactions with nature

Kumpulainen, K., Byman, J., Renlund, J., Wong, C. C., (2020). Children's augmented storying in, with and for nature. Education Sciences, 10(149), 1-15.

School ground pedagogies for enriching children's outdoor learning

Outdoor learning can broaden and transform curriculum and pedagogy in place-oriented ways

Green, M., Rayner, M., (2020). School ground pedagogies for enriching children's outdoor learning. International Journal of Primary, Elementary and Early Years Education, 3-13.

The impact of nature-based education on health-related quality of life among low-income youth: Results from an intervention study

A school-based nature education program had a significant positive effect on the health-related quality of life of low-income youth

Sprague, N. L., Ekenga, C. C., (2021). The impact of nature-based education on health-related quality of life among low-income youth: Results from an intervention study. Journal of Public Health, 1-8.

Growing a garden-based approach to art education

Garden-based art education programs can promote environmental awareness and advocacy

Inwood, H., Sharpe, J., (2018). Growing a garden-based approach to art education. Art Education, 71(4), 43-49.

Place-based practice: Landscapes and artistic identity in an elementary art classroom

A pedagogy of place in art education may help students understand connections between the landscape and their sense of self

Neves, M., Graham, M. A., (2018). Place-based practice: Landscapes and artistic identity in an elementary art classroom. Art Education, 71(4), 36-42.

Educating through art, ecology, and ecojustice: A rain barrel project

Artmaking can help students address local ecological challenges

Miller, W., Cardamone, A., (2021). Educating through art, ecology, and ecojustice: A rain barrel project. Art Education, 71(1), 40-45.

Fostering connections to nature - Strategies for community college early childhood teachers

Nature-focused activities embedded in a preservice teacher program can promote knowledge, skills, and dispositions for early childhood nature education

Murphy, D., (2017). Fostering connections to nature - Strategies for community college early childhood teachers. The New Educator, 13(3), 195-206.

"Face the cow": Reconnecting to nature and increasing capacities for pro-environmental agency

Arts-based environmental education can be effective in promoting nature connectedness and pro-environmental agency

Raatikainen, K. J., Juhola, K., Huhmarniemi, M., Peña-Lagos, H., (2020). "Face the cow": Reconnecting to nature and increasing capacities for pro-environmental agency. Ecosystems and People, 16(1), 273-289.

Collaborating with theatre, nature, and STEM: A multigenerational family event

Nature and art-based community events can promote multigenerational family interactions

Reinking, A. K., Vetere III, M. J., Percell, J. C., (2017). Collaborating with theatre, nature, and STEM: A multigenerational family event. New Waves Educational Research & Development, 20(1), 23-37.

Balancing technology and outdoor learning: Implications for early childhood teacher educators

Balancing technology and outdoor learning can enhance early childhood education

Siskind, D., Conlin, D., Kim, S., Barnes, A., Yaya-Bryson, D., (2020). Balancing technology and outdoor learning: Implications for early childhood teacher educators. Journal of Early Childhood Teacher Education

What difference does it make? Exploring the transformative potential of everyday climate crisis activism by children and youth

Youths’ everyday climate crisis activism can make important contributions to a more sustainable future

Trott, C. D., (2021). What difference does it make? Exploring the transformative potential of everyday climate crisis activism by children and youth. Children's Geographies

Outcomes of art-based environmental education in the Hudson River Watershed

An arts-based environmental education program increases students’ environmental knowledge and provides an avenue for advocacy

Schneller, A. J., Harrison, L. M., Adelman, J., Post, S., (2021). Outcomes of art-based environmental education in the Hudson River Watershed. Applied Environmental Education and Communication, 20(1), 19-33.

Assessing challenges and opportunities for schools’ access to nature in England

Schools can mitigate children’s declining contact with nature, but various spatial, cultural, and social factors tend to impede the process

Walker, E., Bormpoudakis, D., Tzanopoulos, J., (2021). Assessing challenges and opportunities for schools’ access to nature in England. Urban Forestry & Urban Greening

Green space in Chinese schools enhance children's environmental attitudes and pro-environmental behavior

School green space supports children’s pro-environmental behavior

Liu, W., Chen, J., (2021). Green space in Chinese schools enhance children's environmental attitudes and pro-environmental behavior. Children, Youth and Environments, 31(1), 55-87.

Reconfiguring relational space: A qualitative study of the benefits of caring for hens for the socio- emotional development of 5 – 9-year-old children in an urban junior school context of high socioeconomic exclusion

Caring for hens at school helped children facing socio-economic exclusion make social-emotional gains and develop awareness and respect for nature

Gilligan, C., Downes, P., (2021). Reconfiguring relational space: A qualitative study of the benefits of caring for hens for the socio- emotional development of 5 – 9-year-old children in an urban junior school context of high socioeconomic exclusion. Journal of Adventure Education and Outdoor Learning

Linking public urban green spaces and human well-being: A systematic review

Characteristics of urban green space positively linked to human well-being include structure, biodiversity, and naturalness

Reyes-Riveros, R., Altamirano, A., Barrera, F. D. L., Rozas-Vasquez, D., Vieli, L., Meli, P., (2021). Linking public urban green spaces and human well-being: A systematic review. Urban Forestry & Urban Greening, 61

Potential effects of school garden on students' knowledge, attitude and experience: A pilot project on sixth grade students in Iran

School gardens can positively impact students' knowledge and attitude, and help them gain valuable experiences

Amiri, A., Geravandi, S., Rostami, F., (2021). Potential effects of school garden on students' knowledge, attitude and experience: A pilot project on sixth grade students in Iran. Urban Forestry & Urban Greening

The effects of contact with nature during outdoor environmental education on students' wellbeing, connectedness to nature and pro-sociality

Contact with nature during outdoor environmental education promotes students’ wellbeing, connectedness to nature, and pro-sociality

Pirchio, S., Passiatore, Y., Panno, A., Cipparone, M., Carrus, G., (2021). The effects of contact with nature during outdoor environmental education on students' wellbeing, connectedness to nature and pro-sociality. Frontiers in Psychology, 12

Outdoor play activities and outdoor environment of early childhood education in Turkey: A qualitative meta-synthesis

Preschool teachers in Turkey believe that outdoor activities contribute to child development, yet generally hesitate taking children outside

Ozturk, Y., Ozer, Z., (2022). Outdoor play activities and outdoor environment of early childhood education in Turkey: A qualitative meta-synthesis. Early Child Development and Care, 192(11), 1752-1767.

Meaning-making of student experiences during outdoor exploration time

Teachers and students identify multiple benefits of regular opportunities for self-directed outdoor learning

Berg, S., Bradford, B., Barrett, J., Robinson, D. B., Camara, F., Perry, T., (2021). Meaning-making of student experiences during outdoor exploration time. Journal of Adventure Education and Outdoor Learning, 21(2), 172-183.

Educators' intentions for learning in virtual school garden exchanges: A comparison with the aims of education for sustainable development

Virtual school garden exchange offers an approach to education for sustainable development that uses technology to support global partnerships

Lochner, J., (2021). Educators' intentions for learning in virtual school garden exchanges: A comparison with the aims of education for sustainable development. Environmental Education Research, 27(8), 1172-1191.

The outcomes of nature-based learning for primary school aged children: A systematic review of quantitative research

A systematic review of the literature highlights the potential positive impact of nature-based learning for primary school aged children

Miller, N. C., Kumar, S., Pearce, K. L., Baldock, K. L., (2021). The outcomes of nature-based learning for primary school aged children: A systematic review of quantitative research. Environmental Education Research, 27(8), 1115-1140.

Planting the seeds for nature-based learning: Impacts of a farm- and nature-based early childhood education program

Nature- and farm-based preschool programs have the potential to positively impact children and their families.

Rymanowicz, K., Hetherington, C., Larm, B., (2020). Planting the seeds for nature-based learning: Impacts of a farm- and nature-based early childhood education program. The International Journal of Early Childhood Environmental Education, 8(1), 44-63.

A dog-assisted reading programme's unanticipated impact in a special education classroom

A dog-assisted reading program can promote positive behaviors and academic outcomes for students with special educational needs

Kirnan, J., Shah, S., Lauletti, C., (2020). A dog-assisted reading programme's unanticipated impact in a special education classroom. Educational Review, 72(2), 196-219.

Developing connections between healthy living and environmental sustainability concepts in Cretan preschool children: A randomized trial

Teacher-designed activities help preschoolers understand connections between healthy living and environmental sustainability

Kornilaki, E. N., Skouteris, H., Morris, H., (2021). Developing connections between healthy living and environmental sustainability concepts in Cretan preschool children: A randomized trial. Early Child Development and Care

Norwegian kindergarten children’s knowledge about the environmental component of sustainable development

Norwegian kindergarten children demonstrate knowledge about sustainable development

Melis, C., Wold, P., Bjørgen, K., Moe, B., (2020). Norwegian kindergarten children’s knowledge about the environmental component of sustainable development. Sustainability, 12, 1-16.

Contributions to sustainability through young children's nature play: A systematic review

Nature play is a valid contributor to sustainability outcomes

Ernst, J., McAllister, K., Siklander, P., Storli, R., (2021). Contributions to sustainability through young children's nature play: A systematic review. Sustainability, 13, 1-36.

Early childhood environmental education: A systematic review of the research literature

Review of the early childhood environmental education literature presents overwhelmingly strong evidence of positive child development and environmental outcomes

Ardoin, N. M., Bowers, A. W., (2020). Early childhood environmental education: A systematic review of the research literature. Educational Research Review, 31

Children's agency and action in nature preschool: A tale of two programs

Young children, with support of early childhood educators, have the ability to be meaningfully involved in ecologically sustainable practices

Konerman, R., Elliott, S., Pugh, R., Luthy, T., Carr, V., (2021). Children's agency and action in nature preschool: A tale of two programs. Children, Youth and Environments, 31(2), 139-150.

Finnish student teachers’ ideas of outdoor learning

Finnish student teachers’ ideas align with reforms promoting sustainability and outdoor learning

Ratinen, I., Sarivaara, E., Kuukkanen, P., (2021). Finnish student teachers’ ideas of outdoor learning. Journal of Adventure Education and Outdoor Learning

Children’s emotional experiences in and about nature across temporal–spatial entanglements during digital storying

Engaging children in digital storying can support children in expressing and sharing their emotional experiences.

Byman, J., Kumpulainen, K., Wong, C., Renlund, J., (2022). Children’s emotional experiences in and about nature across temporal–spatial entanglements during digital storying. Literacy, 56(1)

Does environmental education benefit environmental outcomes in children and adolescents? A meta-analysis

A synthesis of global research shows that environmental education is effective for children and adolescents, yet little is known about the conditions and approaches that make it effective.

van de Wetering, J., Leijten, P, Spitzer, J., Thomaes, S., (2022). Does environmental education benefit environmental outcomes in children and adolescents? A meta-analysis. Journal of Environmental Psychology

How to support young children's interest development during exploratory natural science activities in outdoor environments

Different interactional qualities of teachers are needed to support young children's interest in natural elements

Skalstad, I., Munkebye, E., (2022). How to support young children's interest development during exploratory natural science activities in outdoor environments. Teaching and Teacher Education, 120

Nature-based instruction for science learning – a good fit for all: A controlled comparison of classroom versus nature

Nature-based instruction supports science learning for all students regardless of socioeconomic status

Faber Taylor, A., Butts-Wilmsmeyer, C., Jordan, C., (2022). Nature-based instruction for science learning – a good fit for all: A controlled comparison of classroom versus nature. Environmental Education Research

How does play in the outdoors afford opportunities for schema development in young children?

Loose parts in an outdoor environment can enhance children’s play and promote their holistic development.

Boulton, P., Thomas, A., (2022). How does play in the outdoors afford opportunities for schema development in young children?. International Journal of Play, 11(2), 184-201.

Naturally enough? Children, climate anxiety and the importance of hope

A pedagogy of hope encourages and supports children’s climate change activism

Buchanan, J., Pressick-Kilborn, K., Fergusson, J., (2021). Naturally enough? Children, climate anxiety and the importance of hope. The Social Educator, 39(3), 17-31.

From climate change victims to climate change actors: The role of eco-parenting in building mitigation and adaptation capacities in children

Eco-parenting promotes climate change mitigation and adaptation capacities in children

Nche, G. C., Achunike, H. C., Okoli, A. B., (2019). From climate change victims to climate change actors: The role of eco-parenting in building mitigation and adaptation capacities in children. The Journal of Environmental Education, 50(2), 131-144.

A systematic review of climate change education: giving children and young people a ‘voice’ and a ‘hand’ in redressing climate change

Providing innovative and participatory approaches for climate change education can empower children and young people

Rousell, D., Cutter-Mackenzie-Knowles, A., (2020). A systematic review of climate change education: giving children and young people a ‘voice’ and a ‘hand’ in redressing climate change. Children's Geographies, 18(2), 191-208.

Choice matters: Pupils' stress regulation, brain development and brain function in an outdoor education project

Education outside the classroom can have a positive effect on biological stress regulation

Dettweiler, U., Gerchen, M., Mall, C., Simon, P., Kirsch, P., (2022). Choice matters: Pupils' stress regulation, brain development and brain function in an outdoor education project. British Journal of Educational Psychology, 93(1), 152-173.

Children environmental identity development in an Alaska native rural context

Rural Native children have a strong environmental identity promoted by their subsistence-based lifestyle

Green, C., (2017). Children environmental identity development in an Alaska native rural context. International Journal of Early Childhood, 49, 303–319 .

“You don’t wanna teach little kids about climate change”: Beliefs and barriers to sustainability education in early childhood

Sustainability education at nature-based preschools in the United States is limited

Ginsburg, J.L., Audley, S., (2020). “You don’t wanna teach little kids about climate change”: Beliefs and barriers to sustainability education in early childhood. International Journal of Early Childhood Environmental Education, 7(3), 42-60.

Tracking education for sustainable development in ECEC institutions’ annual plans

Early childhood teachers in Norway foster respect for the environment but do not address the social and economic dimensions of sustainable development

Meland, A. T., (2022). Tracking education for sustainable development in ECEC institutions’ annual plans. European Early Childhood Education Research Journal, 30(5 ), 791-805.

Preschool children’s agency in education for sustainability: The case of Sweden

The preschool curriculum in Sweden reflects children’s agency in education for sustainability

Borg, F., Samuelsson, I. P., (2022). Preschool children’s agency in education for sustainability: The case of Sweden. European Early Childhood Education Research Journal, 30(1), 147-163.

Affordances of small animals for young children: A path to environmental values of care

Affordances of small animals may promote sustainability goals for young children

Lerstrup, I., Chawla, L., Heft, H., (2021). Affordances of small animals for young children: A path to environmental values of care. International Journal of Early Childhood Environmental Education, 9(1), 58-76.

Culturally inclusive early childhood education for sustainability: A comparative document analysis between Australian and Korean curricula

Cultural characteristics of different countries influence their understanding of sustainability

Kim, S., Dreamson, N., (2020). Culturally inclusive early childhood education for sustainability: A comparative document analysis between Australian and Korean curricula. European Early Childhood Education Research Journal, 28(5), 712-730.

Effects of nature (greenspace) on cognitive functioning in school children and adolescents: a systematic review

Exposure to nature can enhance cognitive functioning in children and adolescents

Vella-Brodrick, D. A., Gilowska, K., (2022). Effects of nature (greenspace) on cognitive functioning in school children and adolescents: a systematic review. Educational Psychology Review, 34, 1217-1254.

Revealing the research ‘hole’ of early childhood education for sustainability: A preliminary survey of the literature

Research on education for sustainable development has generally not included early childhood

Davis, J., (2009). Revealing the research ‘hole’ of early childhood education for sustainability: A preliminary survey of the literature. Environmental Education Research, 15(2), 227-241.

The autonomy-authority duality of shared decision-making in youth environmental action

Educators find that achieving a suitable balance between autonomy and authority in youth action projects is challenging

Schusler, T.M., Krasny, M.E., Decker, D.J., (2017). The autonomy-authority duality of shared decision-making in youth environmental action. Environmental Education Research, 23(4), 533-552.